Ok! Here we go from a freaky-empty EWR airport on self-grading & #covidcampus. So, the principle of the whole self-grading system & vibe (for me, at least) is that everyone is different and learns differently and Life happens and a pedagogy should build that into the structure.
(Also, that decoupling feedback from evaluation changes the whole classroom dynamic in a super positive way. Also, that when students aren’t competing with each other or measuring themselves against each other, that’s good for everyone.)
This year I’ve used self-grading for undergrads, once at 40+ students w/o a TA and right now at 80+ w/ a (fabulous, stellar) TA. I’m happy to talk more about mechanics and how this is changing things (in ways we like, so far) for us. Briefly, though: onward to mechanics.
I ask students to write 3 self-reflections (at the start/ mid/end of term) setting out goals & self-assessing in light of them. Indiv assignments receive (batched) feedback, but not grades. I offer guidance in the syllabus re: what A level performance might look like, B, etc.
In the second S-R, I ask them what grade they'd give themselves at that point, & what they want to work on in the 2nd half. I meet w each individual student at the end to chat about their self-grade (which has proven crucial, but if folks are sick, etc we Skype/etc instead.)
Where possible I try to build in opportunities for students to do things during the term that they can look back on at the end and give themselves credit for.
Ok, so I've been doing this since the beginning of the term, but I can imagine, if I hadn't, that one could switch to this kind of model for the second half. It's SO MUCH LESS stressful for all involved, when Life happens to any of us.
I’m not going to turn this thread into a defense of self-grading, but I’m happy to try to respond to any queries y’all have if anyone wants to try this for the remainder of this term, or in the future. And please do chime in if you also have had self-grading experience! Xoxo
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